0 evaluări0% au considerat acest document util (0 voturi)
188 vizualizări2 pagini
This document discusses the links between the theory of knowledge (TOK) and the subject of geography. It explains that geography, along with other group 3 subjects, explores the interactions between humans and their environment through time and place. It notes that there are various ways of gaining knowledge in these subjects, such as data collection, observation, and reasoning. Students are required to evaluate knowledge claims by considering issues like validity, reliability, and cultural perspectives. The relationship between TOK and group 3 subjects is crucial, as it allows students to critically reflect on the ways of knowing and methods used in the human sciences. Several questions are then listed that highlight the connections between TOK and geography.
This document discusses the links between the theory of knowledge (TOK) and the subject of geography. It explains that geography, along with other group 3 subjects, explores the interactions between humans and their environment through time and place. It notes that there are various ways of gaining knowledge in these subjects, such as data collection, observation, and reasoning. Students are required to evaluate knowledge claims by considering issues like validity, reliability, and cultural perspectives. The relationship between TOK and group 3 subjects is crucial, as it allows students to critically reflect on the ways of knowing and methods used in the human sciences. Several questions are then listed that highlight the connections between TOK and geography.
Drepturi de autor:
Attribution Non-Commercial (BY-NC)
Formate disponibile
Descărcați ca DOC, PDF, TXT sau citiți online pe Scribd
This document discusses the links between the theory of knowledge (TOK) and the subject of geography. It explains that geography, along with other group 3 subjects, explores the interactions between humans and their environment through time and place. It notes that there are various ways of gaining knowledge in these subjects, such as data collection, observation, and reasoning. Students are required to evaluate knowledge claims by considering issues like validity, reliability, and cultural perspectives. The relationship between TOK and group 3 subjects is crucial, as it allows students to critically reflect on the ways of knowing and methods used in the human sciences. Several questions are then listed that highlight the connections between TOK and geography.
Drepturi de autor:
Attribution Non-Commercial (BY-NC)
Formate disponibile
Descărcați ca DOC, PDF, TXT sau citiți online pe Scribd
Students of group 3 subjects study individuals and societies. This
means that they explore the interactions between humans and their environment in time and place. As a result, these subjects are often known collectively as the “human sciences” or “social sciences”.
As with other subject areas, there is a variety of ways of gaining
knowledge in group 3 subjects. For example, archival evidence, data collection, experimentation, observation, inductive and deductive reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. Students in group 3 subjects are required to evaluate these knowledge claims by exploring knowledge issues such as validity, reliability, credibility, certainty, and individual as well as cultural perspectives.
The relationship between group 3 subjects and TOK is of crucial
importance and fundamental to the Diploma Programme. Having followed a course of study in group 3, students should be able to reflect critically on the various ways of knowing and methods used in human sciences, and in doing so, become “inquiring, knowledgeable and caring young people” (IBO mission statement).
During the course in geography a number of issues will arise that
highlight the relationships between TOK and geography. Some of the questions that could be considered during the course are identified below.
• To what extent are the methods of the natural sciences
applicable in the human sciences? • Are the findings of the natural sciences as reliable as those of the human sciences? What is the meaning of ‘a scientific law’ in each area? • To what extent can empathy, intuitive, and feeling be legitimate ways of knowing in the human sciences? • Are there human qualities or behaviours that will remain beyond the scope of the human sciences? • To what extent can information in human sciences be quantified? • Do knowledge claims in the human sciences imply ethical duties? • To what extent do the knowledge claims of the social sciences apply across different ages and cultures? • To what extent can maps be viewed as the territory? Or ‘Is the map the same as the territory it represents?’ • What danger is there of confusing the map, however detailed its representation is, with the actual territory? • To what extent can Global warming or Climate change be viewed as the truth? • The length of a coastline is infinite. Discuss the validity of this statement. • To what extent may the change from ‘The theory of Continental drift’ to ‘The theory of Plate Tectonics’ be viewed as a paradigm shift’ • To what extent can we accept the view that every event and every phenomenon is unique and as such cannot be linked to any other event or phenomenon unless we impose a likeness or pattern? • To what extent are models simply our way of imposing a ‘meaningful’ pattern on reality?